A Picture Book of Martin Luther King, Jr. By David A. Adler ISBN:

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1 Martin Luther King, Jr. A Picture Book of Martin Luther King, Jr. By David A. Adler ISBN: Teacher: Danielle Burke Grade: 3 Unit Topic: Famous Americans History Essential Questions: How did American citizens work to defend American principles? What were the contributions of Martin Luther King, Jr.? Standards of Learning: History SOL: The student will: 3.11 Explain the importance of the basic principals that form the foundation of a republican form of government by: a. Describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law. b. Identifying the contributions of Martin Luther King, Jr. English SOL: The student will: 3.1 Use effective communication skills in group activities. 3.6 Continue to read and demonstrate comprehension of non-fiction and c. Ask and answer questions about what is read. d. Draw conclusions. e. Organize information and event logically. f. Summarize major points found in non-fiction materials Write stories, letters, simple explanations, and short reports across all content areas. Lesson Objectives Content: The student will: 1. Identify the contributions of Martin Luther King, Jr. in his cause to defend American principles. 2. Explain segregation and its affects on American society. Process: The student will: 1. Read and demonstrate a comprehension of non-fiction material through teacher directed questions. 2. Write a paragraph about their feelings after viewing portraits of separate but equal. 3. Complete a sequencing graphic organizer about the life of Martin Luther King, Jr. 4. Answer comprehension questions about Martin Luther King, Jr. 5. Write a short letter to a friend about Martin Luther King, Jr. and his contributions to American principles of today. 6. Work in groups to create a chart listing the contributions of Martin Luther King, Jr., and adjectives that would describe him.

2 Materials: Trade Book: Adler, David A. A Picture Book of Martin Luther King, Jr., New York: Holiday House, ISBN: Handout #1 Martin Luther King, Jr. by Robert Vickrey. January 3, 1964; National Portrait Gallery, Smithsonian Institution. Handout #2 "Man drinking at a water cooler in the street car terminal." Oklahoma City, Oklahoma. July Russell Lee, photographer. Handout #3 Sequencing Graphic Organizer of events in Martin Luther King, Jr. s life. Handout #4 Comprehension Questions Activity Sheet. Chart paper, construction paper Overhead Projector Pencils, crayons, glue, scissors Assessment/Evaluation: The student will: 1. Be informally observed during group discussions and group activities. 2. Be assessed on participation in classroom discussion, including trade book and portraits of Martin Luther King, Jr. and examples of separate but equal. 3. Be assessed of the Sequencing Graphic Organizer (Handout #3) of the important events in Martin Luther King Jr. s life. 4. Be evaluated on the letter written to Martin Luther King, Jr. 5. Be assessed on the comprehension question activity sheet (Handout #4). Lesson Procedure Background Knowledge/Purpose Setting: The teacher will: 1. Explain what primary sources are, their importance to the study of history, and that they can be found in the form of newspapers, letters, photographs, diaries, and portraits of the time. 2. Explain the pre-reading activity: a. Display Handout #1 Transparency of Martin Luther King, Jr. on overhead for one minute (do not tell students who is in the portrait). b. Turn off overhead and ask students to write about whom they saw and what they saw - including any information they already know about the man in the portrait. c. Turn overhead on and examine the portrait. d. Have students share the information they wrote about the portrait and the man in the portrait. e. Ask students what they can tell about the man in the portrait from his facial expression and the setting of the portrait. f. Chart the information the students present. Before Reading: The teacher will: 1. Have the class formulate questions regarding information they want to learn more about in the life of Martin Luther King, Jr. Add these questions to the chart. 2. Post a Martin Luther King, Jr. chart in classroom and have students refer to the chart throughout the reading of the story.

3 During Reading: The teacher will: 1. Read up to page 5 and discuss with students what made Martin cry when he was a young boy. 2. Continue reading to page 13 and place Handout #2 transparency on the overhead. a. Have students explain what is going on in the portrait. b. Have students think about what Martin was feeling about the White Only signs. c. Have students write their own feelings about the portrait. d. Have students discuss their writings. 3. Continue reading to page 19 and discuss why Martin wanted people to lead peaceful protests. a. What is a peaceful protest? b. What would be the benefits from a peaceful protest compared to a violent protest? 4. Finish reading the book and lead a discussion based on the following question: How did Martin Luther King, Jr. call for a change? 5. Help students to brainstorm the contributions and characteristics that made Martin Luther King Jr., into the person he was a person who worked to defend American principals. a. What type of personality did Martin Luther King, Jr. have as a boy? As a young adult? As a man? b. What American principles did Martin Luther King, Jr. defend? c. How did he defend those American principles? d. Was he the type of person to become discouraged or give up? Why or why not? After Reading: The teacher will: 1. Direct student groups to create a contribution and characteristic chart of Martin Luther King, Jr. a. Using a piece of chart paper, in groups of 3-4 students will write and/or illustrate the contributions of Martin Luther King, Jr. b. Students will present this to the class. 2. Give students Sequencing Organizer to complete a. Using the Organizer students will draw pictures to illustrate the important events in Martin Luther King, Jr. s life. Students will cut out pictures and text and sequence in correct order on piece of construction paper. 3. Re-read the trade book (if necessary) and have students complete a comprehension question sheet based on the trade book. Closure: The student will: 1. Add more information learned about Martin Luther King, Jr. to the chart that was started before reading the story. a. The class will then lead a discussion about any new information or any information that needs to be changed or corrected on the chart. 2. Write a letter to a friend about Martin Luther King, Jr. a. Students will pretend they met Martin Luther King, Jr. and discussed his many accomplishments. b. Write about their meeting with Martin Luther King, Jr., including specific details about his character and his involvement and leadership in a peaceful movement to defend American principals.

4 Extension/Differentiation: The student could: 1. Create his/her own time line of event he/she thinks are important to the character development of Martin Luther King, Jr. as a defender of American principals. 2. Learn more about Martin Luther King, Jr. by visiting the following websites: a. - I Have a Dream Speech b.

7 Name # Handout #3 Martin Luther King Jr - Sequencing Draw a picture to illustrate each event that occurred in Martin Luther King, Jr. s life. Cut out each event and glue on to a piece of construction paper in the correct sequence. Martin lead a protest, where blacks throughout the city refused to ride buses. In 1960, Dr. King moved back to Atlanta where he continued to lead peaceful protests against White Only waiting rooms, lunch counters, and restrooms. On April 4, 1968, Dr. King was shot by James Earl Ray. The country began to change and new laws were passed so blacks could go into the same places as whites. Martin Luther King Jr. was born on January 15, 1929 in Atlanta, Georgia. In 1963, Dr. King led a march on Washington, D.C. There he gave his famous I have a Dream speech.

8 In 1964, Dr. King was awarded the Nobel Peace Prize. Martin enjoyed playing in his backyard with friends. One day, two of his friends would no longer play with him because he was black and they were white. Martin went to high school and then attended Morehouse College where he decided to become a minister. In 1954, Martin became a pastor in Montgomery, Alabama. The next year Rosa Parks was arrested in Montgomery, Alabama.

9 Name # Handout #4 Martin Luther King Jr - Comprehension Answer the follow questions in complete sentences. 1. When Martin was a young boy, two of his friends stopped playing with him one day. Why did they stop playing with him? How did this make him feel? 2. What did the White Only signs mean? 3. Why did Martin Luther King, Jr. lead a bus protest in Montgomery, Alabama? 4. Why do you think Martin Luther King, Jr. believed in peaceful protests and not violent protests? 5. How did Martin Luther King, Jr. defend the American principals of life, liberty, and the pursuit of happiness? 6. What do you think was Martin Luther King, Jr. s greatest accomplishment? Why?

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